Training and Development Policy Wiki Atom Feed (Page: Training Transfer)2013-09-23T14:31:20.830-04:00https://www.opm.gov/wiki/trainingTraining and Development Policy Wikihttps://www.opm.gov/wiki/training/Training-Transfer.ashxdonotreply@opm.govhttps://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2013-09-23T14:31:20.830-04:002013-09-23T14:31:20.830-04:00Michelle KuahTraining transfer means that learners are able to “transfer” their knowledge and skills learned in a training session back to their jobs. The importance of training transfer cannot be overemphasized. Organizations spend billions of dollars each year on training, yet only a fraction of that investment results in improved performance if training transfer is not supported by stakeholders (i.e. any individual or group that has a “stake” in the transfer of training). These include managers, peers, customers and the employer. Stakeholders also assume responsibility for supporting transfer.

The goal of training is not simply to gain knowledge and skills, but to transfer learning into performance, which in turn leads to improvements in agency results. Training transfer is not an event; it is a dynamic and complex process that requires planning.

Regulations

There are no specific regulations related to transfer. However, the definition of training in 5 USC 41 implies transfer in the following italicized portion of the definition-- “training” means the process of providing for and making available to an employee, and placing or enrolling the employee in, a planned, prepared, and coordinated program, course, curriculum, subject, system, or routine of instruction or education, in scientific, professional, technical, mechanical, trade, clerical, fiscal, administrative, or other fields which will improve individual and organizational performance and assist in achieving the agency’s mission and performance goals.

Federal Government Tools and Resources

The following are federal references and resources that can be used to help increase understanding of training transfer:

In August 2012, OPM hosted a Training Transfer workshop titled, “Maximizing the Transfer for Leadership-Learnings Back on the Job: An Exploration and Experience.” In the workshop, OPM Program Director Dr. Steve Frieman presents the concepts of “unpacking,” a novel approach that can potentially increase the likelihood of knowledge sustainability once back on the job. The workshop was targeted to new executives, CDP participants, current supervisors and managers, and aspiring leaders.

Private Sector Tools and Resources

The following are private sector references and resources that can be used to help increase understanding of training transfer:

Broad, M.L., & Newstrom, J.W., (1992). Transfer of Training: Action Packed Strategies To High Payoff From Training Investment. Basic Books.
- This book describes the importance of training transfer and provides strategies for increasing the effectiveness of training initiatives in the workplace.

Holton III, E.F., & Baldwin, T.T. (2003). Improving Learning Transfer in Organizations. San Francisco, CA: Pfeiffer.
- This book takes the viewpoints from experts in the field of learning transfer and offers information, ideas, and theories on the topic and illustrates how to put transfer systems into action.

Coates, D.E. (2007). InfoLine: Enhance The Transfer of Learning. Alexandria, VA: ASTD Press.
- This publication by ASTD provides general information about training transfer, along with tools and recommendations that could be used to help increase transfer.

Transfer of Learning: A Guide to Strengthening the Performance of Health Care Workers (2002). Prime II & Jhpiego Corporation.- This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

Helpful Tips

Why is Training Transfer Relevant?

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee. Research indicates that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. In other words, time and money are both wasted.

With the increased austerity of government resources, an evolving workforce, and the amplified focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives, many of which are influenced by critical forces, such as, interdependence among agencies, employee development, talent retention, new technology, skill gaps, and alignment of individual training to agency-specific priorities.

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to recognize and overcome the many factors that can inhibit the transfer of training, such as lack of accountability, inadequate resources, and few opportunities to use training knowledge.

Other Factors That Affect Training Transfer:Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:Supervisors, Trainers, Trainees, and Co-workers.All stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off. Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:Before Training, During Training, and After Training.Transfer strategies should not be selected at random. They should be selected while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2013-09-23T14:28:14.660-04:002013-09-23T14:28:14.660-04:00Michelle KuahTraining transfer means that learners are able to “transfer” their knowledge and skills learned in a training session back to their jobs. The importance of training transfer cannot be overemphasized. Organizations spend billions of dollars each year on training, yet only a fraction of that investment results in improved performance if training transfer is not supported by stakeholders (i.e. any individual or group that has a “stake” in the transfer of training). These include managers, peers, customers and the employer. Stakeholders also assume responsibility for supporting transfer.

The goal of training is not simply to gain knowledge and skills, but to transfer learning into performance, which in turn leads to improvements in agency results. Training transfer is not an event; it is a dynamic and complex process that requires planning.

Regulations

There are no specific regulations related to transfer. However, the definition of training in 5 USC 41 implies transfer in the following italicized portion of the definition-- “training” means the process of providing for and making available to an employee, and placing or enrolling the employee in, a planned, prepared, and coordinated program, course, curriculum, subject, system, or routine of instruction or education, in scientific, professional, technical, mechanical, trade, clerical, fiscal, administrative, or other fields which will improve individual and organizational performance and assist in achieving the agency’s mission and performance goals.

Federal Government Tools and Resources

The following are federal references and resources that can be used to help increase understanding of training transfer:

In August 2012, OPM hosted a Training Transfer workshop titled, “Maximizing the Transfer for Leadership-Learnings Back on the Job: An Exploration and Experience.” In the workshop, OPM Program Director Dr. Steve Frieman presents the concepts of “unpacking,” a novel approach that can potentially increase the likelihood of knowledge sustainability once back on the job. The workshop was targeted to new executives, CDP participants, current supervisors and managers, and aspiring leaders.

Private Sector Tools and Resources

The following are private sector references and resources that can be used to help increase understanding of training transfer:

Broad, M.L., & Newstrom, J.W., (1992). Transfer of Training: Action Packed Strategies To High Payoff From Training Investment. Basic Books.
- This book describes the importance of training transfer and provides strategies for increasing the effectiveness of training initiatives in the workplace.

Holton III, E.F., & Baldwin, T.T. (2003). Improving Learning Transfer in Organizations. San Francisco, CA: Pfeiffer.
- This book takes the viewpoints from experts in the field of learning transfer and offers information, ideas, and theories on the topic and illustrates how to put transfer systems into action.

Coates, D.E. (2007). InfoLine: Enhance The Transfer of Learning. Alexandria, VA: ASTD Press.
- This publication by ASTD provides general information about training transfer, along with tools and recommendations that could be used to help increase transfer.

Transfer of Learning: A Guide to Strengthening the Performance of Health Care Workers (2002). Prime II & Jhpiego Corporation.- This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

Helpful Tips

Why is Training Transfer Relevant?

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee. Research indicates that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. In other words, time and money are both wasted.

With the increased austerity of government resources, an evolving workforce, and the amplified focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives, many of which are influenced by critical forces, such as, interdependence among agencies, employee development, talent retention, new technology, skill gaps, and alignment of individual training to agency-specific priorities.

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to recognize and overcome the many factors that can inhibit the transfer of training, such as lack of accountability, inadequate resources, and few opportunities to use training knowledge.

Other Factors That Affect Training Transfer:Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:Supervisors, Trainers, Trainees, and Co-workers.All stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off. Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:Before Training, During Training, and After Training.Transfer strategies should not be selected at random. They should be selected while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2013-09-23T14:26:36.957-04:002013-09-23T14:26:36.957-04:00Michelle KuahTraining transfer means that learners are able to “transfer” their knowledge and skills learned in a training session back to their jobs. The importance of training transfer cannot be overemphasized. Organizations spend billions of dollars each year on training, yet only a fraction of that investment results in improved performance if training transfer is not supported by stakeholders (i.e. any individual or group that has a “stake” in the transfer of training). These include managers, peers, customers and the employer. Stakeholders also assume responsibility for supporting transfer.

The goal of training is not simply to gain knowledge and skills, but to transfer learning into performance, which in turn leads to improvements in agency results. Training transfer is not an event; it is a dynamic and complex process that requires planning.

Regulations

There are no specific regulations related to transfer. However, the definition of training in 5 USC 41 implies transfer in the following italicized portion of the definition-- “training” means the process of providing for and making available to an employee, and placing or enrolling the employee in, a planned, prepared, and coordinated program, course, curriculum, subject, system, or routine of instruction or education, in scientific, professional, technical, mechanical, trade, clerical, fiscal, administrative, or other fields which will improve individual and organizational performance and assist in achieving the agency’s mission and performance goals.

Federal Government Tools and Resources

The following are federal references and resources that can be used to help increase understanding of training transfer:

In August 2012, OPM hosted a Training Transfer workshop titled, “Maximizing the Transfer for Leadership-Learnings Back on the Job: An Exploration and Experience.” In the workshop, OPM Program Director Dr. Steve Frieman presents the concepts of “unpacking,” a novel approach that can potentially increase the likelihood of knowledge sustainability once back on the job. The workshop was targeted to new executives, CDP participants, current supervisors and managers, and aspiring leaders.

Private Sector Tools and Resources

The following are private sector references and resources that can be used to help increase understanding of training transfer:

Broad, M.L., & Newstrom, J.W., (1992). Transfer of Training: Action Packed Strategies To High Payoff From Training Investment. Basic Books.
- This book describes the importance of training transfer and provides strategies for increasing the effectiveness of training initiatives in the workplace.

Holton III, E.F., & Baldwin, T.T. (2003). Improving Learning Transfer in Organizations. San Francisco, CA: Pfeiffer.
- This book takes the viewpoints from experts in the field of learning transfer and offers information, ideas, and theories on the topic and illustrates how to put transfer systems into action.

Coates, D.E. (2007). InfoLine: Enhance The Transfer of Learning. Alexandria, VA: ASTD Press.
- This publication by ASTD provides general information about training transfer, along with tools and recommendations that could be used to help increase transfer.

Transfer of Learning: A Guide to Strengthening the Performance of Health Care Workers (2002). Prime II & Jhpiego Corporation.- This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

Helpful Tips

Why is Training Transfer Relevant?

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee. Research indicates that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. In other words, time and money are both wasted.

With the increased austerity of government resources, an evolving workforce, and the amplified focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives, many of which are influenced by critical forces, such as, interdependence among agencies, employee development, talent retention, new technology, skill gaps, and alignment of individual training to agency-specific priorities.

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to recognize and overcome the many factors that can inhibit the transfer of training, such as lack of accountability, inadequate resources, and few opportunities to use training knowledge.

Other Factors That Affect Training Transfer:Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:Supervisors, Trainers, Trainees, and Co-workers.All stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off. Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:Before Training, During Training, and After Training.Transfer strategies should not be selected at random. They should be selected while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2013-09-13T11:59:33.610-04:002013-09-13T11:59:33.610-04:00Michelle KuahTraining transfer means that learners are able to “transfer” their knowledge and skills learned in a training session back to their jobs. The importance of training transfer cannot be overemphasized. Organizations spend billions of dollars each year on training, yet only a fraction of that investment results in improved performance if training transfer is not supported by stakeholders (i.e. any individual or group that has a “stake” in the transfer of training). These include managers, peers, customers and the employer. Stakeholders also assume responsibility for supporting transfer.

The goal of training is not simply to gain knowledge and skills, but to transfer learning into performance, which in turn leads to improvements in agency results. Training transfer is not an event; it is a dynamic and complex process that requires planning.

Regulations

There are no specific regulations related to transfer. However, the definition of training in 5 USC 41 implies transfer in the following italicized portion of the definition-- “training” means the process of providing for and making available to an employee, and placing or enrolling the employee in, a planned, prepared, and coordinated program, course, curriculum, subject, system, or routine of instruction or education, in scientific, professional, technical, mechanical, trade, clerical, fiscal, administrative, or other fields which will improve individual and organizational performance and assist in achieving the agency’s mission and performance goals.

Federal Government Tools and Resources

The following are federal references and resources that can be used to help increase understanding of training transfer:

In August 2012, OPM hosted a Training Transfer workshop titled, “Maximizing the Transfer for Leadership-Learnings Back on the Job: An Exploration and Experience.” In the workshop, OPM Program Director Dr. Steve Frieman presents the concepts of “unpacking,” a novel approach that can potentially increase the likelihood of knowledge sustainability once back on the job. The workshop was targeted to new executives, CDP participants, current supervisors and managers, and aspiring leaders.

Private Sector Tools and Resources

The following are private sector references and resources that can be used to help increase understanding of training transfer:

Broad, M.L., & Newstrom, J.W., (1992). Transfer of Training: Action Packed Strategies To High Payoff From Training Investment. Basic Books.
- This book describes the importance of training transfer and provides strategies for increasing the effectiveness of training initiatives in the workplace.

Holton III, E.F., & Baldwin, T.T. (2003). Improving Learning Transfer in Organizations. San Francisco, CA: Pfeiffer.
- This book takes the viewpoints from experts in the field of learning transfer and offers information, ideas, and theories on the topic and illustrates how to put transfer systems into action.

Coates, D.E. (2007). InfoLine: Enhance The Transfer of Learning. Alexandria, VA: ASTD Press.
- This publication by ASTD provides general information about training transfer, along with tools and recommendations that could be used to help increase transfer.

Transfer of Learning: A Guide to Strengthening the Performance of Health Care Workers (2002). Prime II & Jhpiego Corporation.- This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

Helpful Tips

Why is Training Transfer Relevant?

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee. Research indicates that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. In other words, time and money are both wasted.

With the increased austerity of government resources, an evolving workforce, and the amplified focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives, many of which are influenced by critical forces, such as, interdependence among agencies, employee development, talent retention, new technology, skill gaps, and alignment of individual training to agency-specific priorities.

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to recognize and overcome the many factors that can inhibit the transfer of training, such as lack of accountability, inadequate resources, and few opportunities to use training knowledge.

Other Factors That Affect Training Transfer:Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:Supervisors, Trainers, Trainees, and Co-workers.All stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off. Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:Before Training, During Training, and After Training.Transfer strategies should not be selected at random. They should be selected while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2013-09-13T11:55:38.107-04:002013-09-13T11:55:38.107-04:00Michelle KuahTraining transfer means that learners are able to “transfer” their knowledge and skills learned in a training session back to their jobs. The importance of training transfer cannot be overemphasized. Organizations spend billions of dollars each year on training, yet only a fraction of that investment results in improved performance if training transfer is not supported by stakeholders (i.e. any individual or group that has a “stake” in the transfer of training). These include managers, peers, customers and the employer. Stakeholders also assume responsibility for supporting transfer.

The goal of training is not simply to gain knowledge and skills, but to transfer learning into performance, which in turn leads to improvements in agency results. Training transfer is not an event; it is a dynamic and complex process that requires planning.

Regulations

There are no specific regulations related to transfer. However, the definition of training in 5 USC 41 implies transfer in the following italicized portion of the definition-- “training” means the process of providing for and making available to an employee, and placing or enrolling the employee in, a planned, prepared, and coordinated program, course, curriculum, subject, system, or routine of instruction or education, in scientific, professional, technical, mechanical, trade, clerical, fiscal, administrative, or other fields which will improve individual and organizational performance and assist in achieving the agency’s mission and performance goals.

Federal Government Tools and Resources

The following are federal references and resources that can be used to help increase understanding of training transfer:

In August 2012, OPM hosted a Training Transfer workshop titled, “Maximizing the Transfer for Leadership-Learnings Back on the Job: An Exploration and Experience.” In the workshop, OPM Program Director Dr. Steve Frieman presents the concepts of “unpacking,” a novel approach that can potentially increase the likelihood of knowledge sustainability once back on the job. The workshop was targeted to new executives, CDP participants, current supervisors and managers, and aspiring leaders.

Private Sector Tools and Resources

The following are private sector references and resources that can be used to help increase understanding of training transfer:

Broad, M.L., & Newstrom, J.W., (1992). Transfer of Training: Action Packed Strategies To High Payoff From Training Investment. Basic Books.
- This book describes the importance of training transfer and provides strategies for increasing the effectiveness of training initiatives in the workplace.

Holton III, E.F., & Baldwin, T.T. (2003). Improving Learning Transfer in Organizations. San Francisco, CA: Pfeiffer.
- This book takes the viewpoints from experts in the field of learning transfer and offers information, ideas, and theories on the topic and illustrates how to put transfer systems into action.

Coates, D.E. (2007). InfoLine: Enhance The Transfer of Learning. Alexandria, VA: ASTD Press.
- This publication by ASTD provides general information about training transfer, along with tools and recommendations that could be used to help increase transfer.

Transfer of Learning: A Guide to Strengthening the Performance of Health Care Workers (2002). Prime II & Jhpiego Corporation.- This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

Helpful Tips

Why is Training Transfer Relevant?

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee. Research indicates that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. In other words, time and money are both wasted.

With the increased austerity of government resources, an evolving workforce, and the amplified focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives, many of which are influenced by critical forces, such as, interdependence among agencies, employee development, talent retention, new technology, skill gaps, and alignment of individual training to agency-specific priorities.

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to recognize and overcome the many factors that can inhibit the transfer of training, such as lack of accountability, inadequate resources, and few opportunities to use training knowledge.

Other Factors That Affect Training Transfer:Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:Supervisors, Trainers, Trainees, and Co-workers.All stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off. Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:Before Training, During Training, and After Training.Transfer strategies should not be selected at random. They should be selected while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2013-09-12T16:27:22.030-04:002013-09-12T16:27:22.030-04:00Michelle KuahTraining transfer means that learners are able to “transfer” their knowledge and skills learned in a training session back to their jobs. The importance of training transfer cannot be overemphasized. Organizations spend billions of dollars each year on training, yet only a fraction of that investment results in improved performance if training transfer is not supported by stakeholders (i.e. any individual or group that has a “stake” in the transfer of training). These include managers, peers, customers and the employer. Stakeholders also assume responsibility for supporting transfer.

The goal of training is not simply to gain knowledge and skills, but to transfer learning into performance, which in turn leads to improvements in agency results. Training transfer is not an event; it is a dynamic and complex process that requires planning.

Regulations

There are no specific regulations related to transfer. However, the definition of training in 5 USC 41 implies transfer in the following italicized portion of the definition-- “training” means the process of providing for and making available to an employee, and placing or enrolling the employee in, a planned, prepared, and coordinated program, course, curriculum, subject, system, or routine of instruction or education, in scientific, professional, technical, mechanical, trade, clerical, fiscal, administrative, or other fields which will improve individual and organizational performance and assist in achieving the agency’s mission and performance goals.

Federal Government Tools and Resources

The following are federal references and resources that can be used to help increase understanding of training transfer:

In August 2012, OPM hosted a Training Transfer workshop titled, “Maximizing the Transfer for Leadership-Learnings Back on the Job: An Exploration and Experience.” In the workshop, OPM Program Director Dr. Steve Frieman presents the concepts of “unpacking,” a novel approach that can potentially increase the likelihood of knowledge sustainability once back on the job. The workshop was targeted to new executives, CDP participants, current supervisors and managers, and aspiring leaders.

Private Sector Tools and Resources

The following are private sector references and resources that can be used to help increase understanding of training transfer:

Broad, M.L., & Newstrom, J.W., (1992). Transfer of Training: Action Packed Strategies To High Payoff From Training Investment. Basic Books.
- This book describes the importance of training transfer and provides strategies for increasing the effectiveness of training initiatives in the workplace.

Holton III, E.F., & Baldwin, T.T. (2003). Improving Learning Transfer in Organizations. San Francisco, CA: Pfeiffer.
- This book takes the viewpoints from experts in the field of learning transfer and offers information, ideas, and theories on the topic and illustrates how to put transfer systems into action.

Coates, D.E. (2007). InfoLine: Enhance The Transfer of Learning. Alexandria, VA: ASTD Press.
- This publication by ASTD provides general information about training transfer, along with tools and recommendations that could be used to help increase transfer.

Transfer of Learning: A Guide to Strengthening the Performance of Health Care Workers (2002). Prime II & Jhpiego Corporation.- This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

Helpful Tips

Why is Training Transfer Relevant?

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee. Research indicates that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. In other words, time and money are both wasted.

With the increased austerity of government resources, an evolving workforce, and the amplified focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives, many of which are influenced by critical forces, such as, interdependence among agencies, employee development, talent retention, new technology, skill gaps, and alignment of individual training to agency-specific priorities.

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to recognize and overcome the many factors that can inhibit the transfer of training, such as lack of accountability, inadequate resources, and few opportunities to use training knowledge.

Other Factors That Affect Training Transfer:Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:Supervisors, Trainers, Trainees, and Co-workers.All stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off. Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:Before Training, During Training, and After Training.Transfer strategies should not be selected at random. They should be selected while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2013-09-12T16:24:25.847-04:002013-09-12T16:24:25.847-04:00Michelle KuahTraining transfer means that learners are able to “transfer” their knowledge and skills learned in a training session back to their jobs. The importance of training transfer cannot be overemphasized. Organizations spend billions of dollars each year on training, yet only a fraction of that investment results in improved performance if training transfer is not supported by stakeholders (i.e. any individual or group that has a “stake” in the transfer of training). These include managers, peers, customers and the employer. Stakeholders also assume responsibility for supporting transfer.

The goal of training is not simply to gain knowledge and skills, but to transfer learning into performance, which in turn leads to improvements in agency results. Training transfer is not an event; it is a dynamic and complex process that requires planning.

Regulations

There are no specific regulations related to transfer. However, the definition of training in 5 USC 41 implies transfer in the following italicized portion of the definition-- “training” means the process of providing for and making available to an employee, and placing or enrolling the employee in, a planned, prepared, and coordinated program, course, curriculum, subject, system, or routine of instruction or education, in scientific, professional, technical, mechanical, trade, clerical, fiscal, administrative, or other fields which will improve individual and organizational performance and assist in achieving the agency’s mission and performance goals.

Federal Government Tools and Resources

The following are federal references and resources that can be used to help increase understanding of training transfer:

In August 2012, OPM hosted a Training Transfer workshop titled, “Maximizing the Transfer for Leadership-Learnings Back on the Job: An Exploration and Experience.” In the workshop, OPM Program Director Dr. Steve Frieman presents the concepts of “unpacking,” a novel approach that can potentially increase the likelihood of knowledge sustainability once back on the job. The workshop was targeted to new executives, CDP participants, current supervisors and managers, and aspiring leaders.

Private Sector Tools and Resources

The following are private sector references and resources that can be used to help increase understanding of training transfer:

Broad, M.L., & Newstrom, J.W., (1992). Transfer of Training: Action Packed Strategies To High Payoff From Training Investment. Basic Books.
- This book describes the importance of training transfer and provides strategies for increasing the effectiveness of training initiatives in the workplace.

Holton III, E.F., & Baldwin, T.T. (2003). Improving Learning Transfer in Organizations. San Francisco, CA: Pfeiffer.
- This book takes the viewpoints from experts in the field of learning transfer and offers information, ideas, and theories on the topic and illustrates how to put transfer systems into action.

Coates, D.E. (2007). InfoLine: Enhance The Transfer of Learning. Alexandria, VA: ASTD Press.
- This publication by ASTD provides general information about training transfer, along with tools and recommendations that could be used to help increase transfer.

Transfer of Learning: A Guide to Strengthening the Performance of Health Care Workers (2002). Prime II & Jhpiego Corporation.- This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

Helpful Tips

Why is Training Transfer Relevant?

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee. Research indicates that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. In other words, time and money are both wasted.

With the increased austerity of government resources, an evolving workforce, and the amplified focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives, many of which are influenced by critical forces, such as, interdependence among agencies, employee development, talent retention, new technology, skill gaps, and alignment of individual training to agency-specific priorities.

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to recognize and overcome the many factors that can inhibit the transfer of training, such as lack of accountability, inadequate resources, and few opportunities to use training knowledge.

Other Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:Supervisors, Trainers, Trainees, and Co-workers.All stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off. Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:Before Training, During Training, and After Training.Transfer strategies should not be selected at random. They should be selected while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2013-02-15T10:00:22.430-05:002013-02-15T10:00:22.430-05:00Michelle KuahTraining transfer (also known as the Transfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices is key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant?

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off. Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies should not simply be picked at random. They should be picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources that can be used to help increase understanding of training transfer:

Broad, M.L., & Newstrom, J.W., (1992). Transfer of Training: Action Packed Strategies To High Payoff From Training Investment. Basic Books.
- This book describes the importance of training transfer and provides strategies for increasing the effectiveness of training initiatives in the workplace.

Holton III, E.F., & Baldwin, T.T. (2003). Improving Learning Transfer in Organizations. San Francisco, CA: Pfeiffer.
- This book takes the viewpoints from experts in the field of learning transfer and offers information, ideas, and theories on the topic and illustrates how to put transfer systems into action.

Coates, D.E. (2007). InfoLine: Enhance The Transfer of Learning. Alexandria, VA: ASTD Press.
- This publication by ASTD provides general information about training transfer, along with tools and recommendations that could be used to help increase transfer.

Transfer of Learning: A Guide to Strengthening the Performance of Health Care Workers (2002). Prime II & Jhpiego Corporation.
- This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2013-02-15T09:57:20.513-05:002013-02-15T09:57:20.513-05:00Michelle KuahTraining transfer (also known as the Transfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices is key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant?

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off. Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies should not simply be picked at random. They should be picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources that can be used to help increase understanding of training transfer.

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2013-02-15T09:54:50.963-05:002013-02-15T09:54:50.963-05:00Michelle KuahTraining transfer (also known as the Transfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices is key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant?

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off. Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies should not simply be picked at random. They should be picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources that can be used to help increase understanding of training transfer.

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-10-01T13:01:32.680-04:002012-10-01T13:01:32.680-04:00Jaye MurrayTraining transfer (also known as the Transfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant?

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies should not simply be picked at random. They should be picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources that can be used to help increase one's understanding of training transfer.

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-27T09:59:54.387-04:002012-09-27T09:59:54.387-04:00Jaye MurrayTraining transfer (also known as the Transfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies should not simply be picked at random. They should be picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources that can be used to help increase one's understanding of training transfer.

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-26T11:06:43.537-04:002012-09-26T11:06:43.537-04:00Larry GillickTraining transfer (also known as the Transfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources used to create this page and can be used to help increase one's understanding of training transfer.

OPM is currently developing a transfer of training guide for the federal government and will be added to this list when it is finished:

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-26T10:18:01.953-04:002012-09-26T10:18:01.953-04:00Larry GillickTraining transfer (also known as the Transfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources used to create this page and can be used to help increase one's understanding of training transfer.

OPM is currently developing a transfer of training guide for the federal government and will be added to this list when it is finished:

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

Maximizing the Transfer of Leadership-Learnings Back on the Job: An Exploration and Experience, Dr. Steve Frieman, recorded August 1, 2012.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T16:35:27.600-04:002012-09-24T16:35:27.600-04:00Jaye MurrayTransfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources used to create this page and can be used to help increase one's understanding of training transfer.

OPM is currently developing a transfer of training guide for the federal government and will be added to this list when it is finished:

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T16:30:16.030-04:002012-09-24T16:30:16.030-04:00Jaye MurrayTransfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources used to create this page and can be used to help increase one's understanding of training transfer.

OPM is currently developing a transfer of training guide for the federal government and will be added to this list when it is finished:

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T16:30:07.453-04:002012-09-24T16:30:07.453-04:00Jaye MurrayTransfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources used to create this page and can be used to help increase one's understanding of training transfer.

OPM is currently developing a transfer of training guide for the federal government and will be added to this list when it is finished:

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T16:29:29.493-04:002012-09-24T16:29:29.493-04:00Jaye MurrayTransfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources used to create this page and can be used to help increase one's understanding of training transfer.

OPM is currently developing a transfer of training guide for the federal government and will be added to this list when it is finished:

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T16:26:53.567-04:002012-09-24T16:26:53.567-04:00Jaye MurrayTransfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources used to create this page and can be used to help increase one's understanding of training transfer. OPM is currently developing a transfer of training guide for the federal government and will be added to this list when it is finished:

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T16:25:31.233-04:002012-09-24T16:25:31.233-04:00Jaye MurrayTransfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources used to create this page and can be used to help increase one's understanding of training transfer. OPM is currently developing a transfer of training guide for the federal government and will be added to this list when it is finished:

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T16:19:57.373-04:002012-09-24T16:19:57.373-04:00Jaye MurrayTransfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources used to create this page and can be used to help increase one's understanding of training transfer:

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T16:19:12.523-04:002012-09-24T16:19:12.523-04:00Transfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources used to create this page and can be used to help increase one's understanding of training transfer:

This journal article is a review of the training transfer scientific literature. The article provides information on multiple factors related to training transfer (i.e., learner characteristics, intervention design and delivery, and work environment influences) and provides strategies on how to increase training transfer.

This publication provides general information about training transfer and provides a "transfer of learning matrix." The matrix can be used as a job aid and provides the framework for a set of recommendations that could be used to increase the transfer of learning.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T15:46:25.643-04:002012-09-24T15:46:25.643-04:00Jaye MurrayTransfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives. It is also important to understand that there are many factors that can inhibit the transfer of training so that these challenges can be avoided or overcome. Examples of challenges include: few opportunties to use the training, lack of accountability, and inadequate resources.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

Training Transfer References and Resources

The following are references and resources used to create this page and can be used to help undertake career path projects:

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T15:26:19.960-04:002012-09-24T15:26:19.960-04:00Jaye MurrayTransfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various transfer strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T15:23:49.387-04:002012-09-24T15:23:49.387-04:00Jaye MurrayTransfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of training transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T15:23:09.987-04:002012-09-24T15:23:09.987-04:00Jaye MurrayTransfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly just assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of training transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on the quality of public service

New technology

Changing demographics/diversity

Skill deficits in the workforce

It is vital to design and implement effective training programs to help address these forces and further agency objectives.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-24T15:14:48.013-04:002012-09-24T15:14:48.013-04:00Jaye MurrayTransfer of Training) is the trainee's ability to apply what they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on quality of public service

New technology

Changing demographics/diversity skill deficits in the workforce.

It is vital to design and implement effective training programs to help address these forces and further agency objectives.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect the Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-12T16:02:21.867-04:002012-09-12T16:02:21.867-04:00Jaye MurrayTransfer of Training) is the learner's ability to apply that they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the impact of training efforts. Training transfer is not an event; it is a dynamic and complex process. Multiple factors need to be taken into account when trying to maximize training transfer.

Many training professionals commonly assume that training is transferred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various strategies to various degrees. What is typically lacking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measuring and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of training initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human capital

Increased focus on linking training to agency strategies

Emphasis on quality of public service

New technology

Changing demographics/diversity skill deficits in the workforce.

It is vital to design and implement effective training programs to help address these forces and further agency objectives.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learning is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect the Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-07T10:09:24.360-04:002012-09-07T10:09:24.360-04:00Jaye MurrayTransfer of Training) is the learner's ability to apply that they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the imapct of training efforts. Traininig transfer is not an event; it is a dynamic and complex process. Mutiple factors need to be taken into account when trying to maximize training transfer.

Many training professioanls commonly assume that training is transferrred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various strategies to various degrees. What is typically lakcking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measureing and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of trainingi initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human captial

Increased focus on linking training to agency strategies

Emphasis on quality of publc service

New technology

Changing demographics/diversity skill deficits in the workforce.

It is vital to design and implement effective training programs to help address these forces and further agency objectives.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learnign is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect the Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.fff

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-07T09:19:43.220-04:002012-09-07T09:19:43.220-04:00Jaye MurrayTransfer of Training) is the learner's ability to apply that they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the imapct of training efforts. Traininig transfer is not an event; it is a dynamic and complex process. Mutiple factors need to be taken into account when trying to maximize training transfer.

Many training professioanls commonly assume that training is transferrred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various strategies to various degrees. What is typically lakcking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measureing and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of trainingi initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human captial

Increased focus on linking training to agency strategies

Emphasis on quality of publc service

New technology

Changing demographics/diversity skill deficits in the workforce.

It is vital to design and implement effective training programs to help address these forces and further agency objectives.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learnign is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect the Training Transfer

Training transfer is affected by many different stakeholders. The primary stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from the standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.fff

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-07T09:03:38.617-04:002012-09-07T09:03:38.617-04:00Jaye MurrayTransfer of Training) is the learner's ability to apply that they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the imapct of training efforts. Traininig transfer is not an event; it is a dynamic and complex process. Mutiple factors need to be taken into account when trying to maximize training transfer.

Many training professioanls commonly assume that training is transferrred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various strategies to various degrees. What is typically lakcking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measureing and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of trainingi initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human captial

Increased focus on linking training to agency strategies

Emphasis on quality of publc service

New technology

Changing demographics/diversity skill deficits in the workforce.

It is vital to design and implement effective training programs to help address these forces and further agency objectives.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learnign is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect the Training Transfer

Training transfer is affected by many different stakeholders. These stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from teh standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.fff

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-06T10:36:26.057-04:002012-09-06T10:36:26.057-04:00Transfer of Training) is the learner's ability to apply that they have learned back on the job. The goal of training is to transfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the imapct of training efforts. Traininig transfer is not an event; it is a dynamic and complex process. Mutiple factors need to be taken into account when trying to maximize training transfer.

Many training professioanls commonly assume that training is transferrred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

The purpose of transfer planning is to develop a system that gets all stakeholders working together instead of training being developed and delivered in a vacuum. Many professionals employ various strategies to various degrees. What is typically lakcking, however, is an organized, systematic approach to their application.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measureing and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of trainingi initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human captial

Increased focus on linking training to agency strategies

Emphasis on quality of publc service

New technology

Changing demographics/diversity skill deficits in the workforce.

It is vital to design and implement effective training programs to help address these forces and further agency objectives.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learnign is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect the Training Transfer

Training transfer is affected by many different stakeholders. These stakeholders can be grouped into four categories:

Supervisors

Trainers

Trainees

Co-workers

All four stakeholders must have a strong interest in training initiatives, agree to work together to support the full application of the training on the job, and be committed to making the training investment pay off.

Training transfer can also be viewed from the standpoint of when transfer strategies occur. Transfer strategies can be viewed from teh standpoint of three different timeframes:

Before Training

During Training

After Training

Transfer strategies are not simply picked at random. They picked while considering the stakeholders, timeframes, and many other variables. For example, whether the training will be created in-house or will be provided by a vendor will have a significant impact on the transfer strategies that are available to use.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-06T10:15:03.497-04:002012-09-06T10:15:03.497-04:00Jaye Murraytransfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the imapct of training efforts. Traininig transfer is not an event; it is a dynamic and complex process. Mutiple factors need to be taken into account when trying to maximize training transfer.

Many training professioanls commonly assume that training is transferrred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measureing and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of trainingi initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human captial

Increased focus on linking training to agency strategies

Emphasis on quality of publc service

New technology

Changing demographics/diversity skill deficits in the workforce.

It is vital to design and implement effective training programs to help address these forces and further agency objectives.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learnign is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

Factors That Affect the Training Transfer

fdsfdsfdsafd
]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-06T10:13:15.510-04:002012-09-06T10:13:15.510-04:00Jaye Murraytransfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the imapct of training efforts. Traininig transfer is not an event; it is a dynamic and complex process. Mutiple factors need to be taken into account when trying to maximize training transfer.

Many training professioanls commonly assume that training is transferrred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measureing and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of trainingi initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human captial

Increased focus on linking training to agency strategies

Emphasis on quality of publc service

New technology

Changing demographics/diversity skill deficits in the workforce.

It is vital to design and implement effective training programs to help address these forces and further agency objectives.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learnign is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-06T10:10:46.370-04:002012-09-06T10:10:46.370-04:00Jaye Murraytransfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the imapct of training efforts. Traininig transfer is not an event; it is a dynamic and complex process. Mutiple factors need to be taken into account when trying to maximize training transfer.

Many training professioanls commonly assume that training is transferrred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

Why is Training Transfer Relevant

In 2010 the American Society for Training and Development estimated that U.S. organizations spent about $171.5 billion on employee learning and development and $1,228 per trainee.

With the increased austerity of government resources, an evolving workforce, and the increased focus on measureing and justifying investments, training investments are coming under increasing scrutiny. The use of effective transfer of training principles can help maximize the effectiveness of trainingi initiatives.

Many forces make effective training initiatives critical. Some forces include:

Increased interdependence among agencies

Employee development

Talent retention

Increased reliance on human captial

Increased focus on linking training to agency strategies

Emphasis on quality of publc service

New technology

Changing demographics/diversity skill deficits in the workforce.

It is vital to design and implement effective training programs to help address these forces and further agency objectives.

Estimates range that only about 10-20% of training is transferred into the workplace. When training does not transfer it is likely that trainees and supervisors will question the benefit of their investment in the training. Time and money are both wasted. Conversely, fully utilized learnign is perceived as valuable and demonstrable. Using effective transfer of training strategies can help to demonstrate the value of training initiatives.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-06T09:58:43.310-04:002012-09-06T09:58:43.310-04:00Jaye Murraytransfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the imapct of training efforts. Traininig transfer is not an event; it is a dynamic and complex process. Mutiple factors need to be taken into account when trying to maximize training transfer.

Many training professioanls commonly assume that training is transferrred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

Why is Training Transfer Relevant

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]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-09-06T09:55:48.957-04:002012-09-06T09:55:48.957-04:00Jaye Murraytransfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the imapct of training efforts. Traininig transfer is not an event; it is a dynamic and complex process. Mutiple factors need to be taken into account when trying to maximize training transfer.

Many training professioanls commonly assume that training is transferrred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxWhat is "Training Transfer?"more]]>2012-09-06T09:52:54.420-04:002012-09-06T09:52:54.420-04:00Jaye Murraytransfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the imapct of training efforts. Traininig transfer is not an event; it is a dynamic and complex process. Mutiple factors need to be taken into account when trying to maximize training transfer.

Many training professioanls commonly assume that training is transferrred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxWhat is the "Training Transfer?"more]]>2012-09-06T09:52:20.293-04:002012-09-06T09:52:20.293-04:00Jaye Murraytransfer learning into performance, which in turn leads to improvements in agency results.

Effective transfer of training practices are key to improving the imapct of training efforts. Traininig transfer is not an event; it is a dynamic and complex process. Mutiple factors need to be taken into account when trying to maximize training transfer.

Many training professioanls commonly assume that training is transferrred from training to the job. This means that it is assumed that whatever is learned during training will be retained or remembered over time and used in the right situations. However this is usually not the case. Trainees generally give training programs positive reviews and go back to the work with sincere commitments to change their behavior. However, they usually return to their old habits in short order.

Contrary to popular belief, training typically does not transfer properly when the training has finished. Proficiency in the training is typically demonstrated immediately after the training is finished. However what was learned in the training rapdily starts to decline as time goes on.

]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-04-25T18:05:05.457-04:002012-04-25T18:05:05.457-04:00Larry Gillick
An important aspect in transfer of training is an individual’s motivation to attend and learn from training. Motivation to transfer material learned in training has been described as the trainees’ desire to use the knowledge and skills mastered in the training program on the job. Specifically, trainees are likely to transfer new skills to their job when they:

are confident in using new skills,

are aware of work situations in which demonstration of the new skills is appropriate, and

believe that the knowledge and skills emphasized in the training program are helpful in solving work-related problems and job demands.

Hence, even if trainees possess the skills needed to learn the training program content, performance in the training program and back on the job will be poor if motivation is low or absent.
]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-04-24T09:20:24.063-04:002012-04-24T09:20:24.063-04:00Cheryl Ndunguru
An important aspect in transfer of training is an individual’s motivation to attend and learn from training. Motivation to transfer material learned in training has been described as the trainees’ desire to use the knowledge and skills mastered in the training program on the job. Specifically, trainees are likely to transfer new skills to their job when they:
1) are confident in using new skills,
2) are aware of work situations in which demonstration of the new skills is appropriate, and
3) believe that the knowledge and skills emphasized in the training program are helpful in solving work-related problems and job demands.

Hence, even if trainees possess the skills needed to learn the training program content, performance in the training program and back on the job will be poor if motivation is low or absent.
]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-04-24T09:16:29.117-04:002012-04-24T09:16:29.117-04:00Cheryl Ndunguru
An important aspect in transfer of training is an individual’s motivation to attend and learn from training. Motivation to transfer material learned in training has been described as the trainees’ desire to use the knowledge and skills mastered in the training program on the job. Specifically, trainees are likely to transfer new skills to their job when they:
1) are confident in using new skills,
2) are aware of work situations in which demonstration of the new skills is appropriate, and
3) believe that the knowledge and skills emphasized in the training program are helpful in solving work-related problems and job demands.

Hence, even if trainees possess the skills needed to learn the training program content,
]]>https://www.opm.gov/wiki/training/Training-Transfer.ashxTraining Transfermore]]>2012-04-24T09:16:22.410-04:002012-04-24T09:16:22.410-04:00Cheryl Ndunguru
An important aspect in transfer of training is an individual’s motivation to attend and learn from training. Motivation to transfer material learned in training has been described as the trainees’ desire to use the knowledge and skills mastered in the training program on the job. Specifically, trainees are likely to transfer new skills to their job when they:
1) are confident in using new skills,
2) are aware of work situations in which demonstration of the new skills is appropriate, and
3) believe that the knowledge and skills emphasized in the training program are helpful in solving work-related problems and job demands.

Hence, even if trainees possess the skills needed to learn the training program content,
]]>